METHODOLOGICAL ASPECT OF LEARNING ENGLISH MEDICAL TERMINOLOGY WITHIN THE DISCIPLINE “ENGLISH FOR SPECIFIC PURPOSES” FOR STUDENTS OF HIGHER MEDICAL EDUCATION INSTITUTIONS

Abstract

Abstract. This article examines the significance of learning English medical terminology within the framework of the discipline “English for Specific Purposes” (ESP) for students of higher medical education institutions, aiming to equip students with the communication tools needed for academic success and effective healthcare practice. The article outlines a methodological framework for the effective acquisition of specialised terminology in ESP classes, with a particular focus on pedagogical strategies and methods such as needs analysis, task-based learning, and contextualised instruction of medical vocabulary. The authors highlight general recommendations for acquiring new lexical items in a foreign language and propose practical approaches to enhancing terminology retention through professional communicative situations and casebased learning. Furthermore, the article emphasises the importance of interactive techniques, including group discussions, role-playing, and collaborative learning, which support the memorisation of terms in the context of real-world professional scenarios. The strategies discussed equip students with the skills necessary to apply medical vocabulary in various professional communication settings, thereby improving their language proficiency and preparing them for effective performance in clinical and research environments.